Consideraciones sobre y para la evaluación docente en música.

Abstract

Due to the lack of theoretical foundations to music teaching assessment, this essay aims to carry out some propositional considerations about the assessment of the music teacher work, attempting to identify which are the elements and tools that may be employed in this process. The theoretical bases that foster this essay comes from general teaching assessment and from teachers’ knowledge theory applied to music education. The propositions are organized under three categories – what to use, how to evaluate, and how to use – as orientations to an assessment that generates improvement in the teaching-learning process, not an instrument of teacher control.